Skip to main content
SpringerLink
Log in
Book cover

Technology and the Treatment of Children with Autism Spectrum Disorder pp 87–96Cite as

Do as I’m Doing: Video Modeling and Autism

  • Chapter
  • First Online:

  • 4757 Accesses

Part of the book series: Autism and Child Psychopathology Series ((ACPS))

Abstract

Video modeling (VM) has been used to support skill development in children with autism for the past 15 years. New advancements in technology have accelerated the use of VM in a variety of environments. This chapter will discuss current research in VM, including skill selection, home versus clinical settings, and characteristics of the video model. Theoretical support for VM will also be explored. In addition, the role of VM with regard to specific skill development and collateral gains in children with autism will be discussed. Finally, strategies for VM implementation will be identified.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   84.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Alcantara, P. R. (1994). Effects of videotape instructional package on purchasing skills of children with autism. Exceptional Children, 61(1), 40–55.

    Google Scholar 

  • Apple, A. L., Billingsley, F., Schwartz, I. S., & Carr, E. G. (2005). Effects of video modeling alone and with self-management on compliment-giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions, 7(1), 33–46.

    Article  Google Scholar 

  • Ayres, K. M., & Langone, J. (2005). Intervention and instruction with video for students with autism: A review of the literature. Education and Training in Developmental Disabilities, 40(2), 183–196.

    Google Scholar 

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.

    Article  PubMed  Google Scholar 

  • Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264–287.

    Article  Google Scholar 

  • Boudreau, E., & D’Entremont, B. (2010). Improving the pretend play skills of preschoolers with autism spectrum disorders: The effects of video modeling. Journal of Developmental and Physical Disabilities, 22(4), 415–431.

    Article  Google Scholar 

  • Buggey, T. (2005). Video self-modeling applications with students with autism spectrum disorder in a small private school setting. Focus on Autism and Other Developmental Disabilities, 20(1), 52–63.

    Article  Google Scholar 

  • Cardon, T. (2013). Video modeling imitation training to support gestural imitation acquisition in young children with ASD. Speech, Language and Hearing, 16(4), 227–238.

    Article  Google Scholar 

  • Cardon, T. (2012). Teaching caregivers to implement video modeling imitation training via iPad for their children with autism. Research in Autism Spectrum Disorders, 6, 1389–1400.

    Article  Google Scholar 

  • Cardon, T., & Azuma, T. (2012). Visual attending preferences in children with autism spectrum disorders: A comparison between live and video presentation modes. Research in Autism Spectrum Disorders, 6, 1061–1067.

    Article  Google Scholar 

  • Cardon, T. A., & Wilcox, M. J. (2011). Promoting imitation in young children with autism: A comparison of reciprocal imitation training and video modeling. Journal of Autism and Developmental Disorders, 41(5), 654–677.

    Article  PubMed  Google Scholar 

  • Carr, J. E., Nicolson, A. C., & Higbee, T. S. (2000). Evaluation of a brief multiple-stimulus preference assessment in a naturalistic context. Journal of Applied Behavior Analysis, 33(3), 353–357.

    Article  PubMed Central  PubMed  Google Scholar 

  • Cihak, D. F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 433–441.

    Article  Google Scholar 

  • Cihak, D., Fahrenkrog, C., Ayres, K. M., & Smith, C. (2009). The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Interventions, 12(2), 103–115.

    Article  Google Scholar 

  • Charlop-Christy, M. H., Le, L., & Freeman, K. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30, 537–552.

    Article  PubMed  Google Scholar 

  • Charlop, M. H., & Milstein, J. P. (1989). Teaching autistic children conversational speech using video modeling. Journal of Applied Behavior Analysis, 22(3), 275–285.

    Article  PubMed Central  PubMed  Google Scholar 

  • Corbett, B. A. (2003). Video modeling: A window into the world of autism. The Behavior Analyst Today, 4, 88–96.

    Article  Google Scholar 

  • Coyle, C., & Cole, P. (2004). A videotaped self-modeling and self-monitoring treatment program to decrease off-task behaviour in children with autism. Journal of Intellectual and Developmental Disability, 29(1), 3–15.

    Article  Google Scholar 

  • D’Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5, 5–11.

    Article  Google Scholar 

  • Delano, M. E. (2007). Improving written language performance of adolescents with Asperger syndrome. Journal of Applied Behavior Analysis, 40(2), 345–351.

    Article  PubMed Central  PubMed  Google Scholar 

  • Gelbar, N. W., Anderson, C., McCarthy, S., & Buggey, T. (2012). Video self-modeling as an intervention strategy for individuals with autism spectrum disorders. Psychology in the Schools, 49(1), 15–22.

    Article  Google Scholar 

  • Gilbert, A., & Cardon, T. (December, 2012). Parameters of Video Modeling and its Impact on Imitation Skills in a Child with Autism Spectrum Disorder. Inland Northwest Research Symposium, Spokane, WA.

    Google Scholar 

  • Haring, T., Breen, C., Weiner, J., Kennedy, C., & Bednersh, E. (1995). Using videotape modeling to facilitate generalized purchasing skills. Journal of Behavioral Education, 5, 29–53.

    Article  Google Scholar 

  • Hine, J. F., & Wolery, M. (2006). Using point-of-view video modeling to teach play to preschoolers with autism. Topics in Early Childhood Special Education, 26(2), 83–93.

    Article  Google Scholar 

  • Hitchcock, C. H., Dowrick, P. W., & Prater, M. A. (2003). Video self-modeling intervention in school-based settings a review. Remedial and Special Education, 24(1), 36–45.

    Article  Google Scholar 

  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179.

    Article  Google Scholar 

  • Kinney, E. M., Vedora, J., & Stromer, R. (2003). Computer-presented video models to teach generative spelling to a child with an autism spectrum disorder. Journal of Positive Behavior Interventions, 5(1), 22–29.

    Article  Google Scholar 

  • Koegel, R., & Koegel, L. (2006). Pivotal response treatments for autism (pp. 141–159). Baltimore, MD: Paul H. Brookes Publishing Co.

    Google Scholar 

  • Kroeger, K. A., Schultz, J. R., & Newsom, C. (2007). A comparison of two group-delivered social skills programs for young children with autism. Journal of Autism and Developmental Disorders, 37(5), 808–817.

    Article  PubMed  Google Scholar 

  • Lang, R., Shogren, K. A., Machalicek, W., Rispoli, M., O’Reilly, M., Baker, S., & Regester, A. (2009). Video self-modeling to teach classroom rules to two students with Asperger’s. Research in Autism Spectrum Disorders, 3, 483–488.

    Article  Google Scholar 

  • Lantz, J. F. (2005). Using video self-modeling to increase the prosocial behavior of children with autism and their siblings. Unpublished doctoral dissertation, Indiana University, Bloomington.

    Google Scholar 

  • McCoy, K., & Hermansen, E. (2007). Video modeling for individuals with autism: A review of model types and effects. Education and Treatment of Children, 30(4), 183–213.

    Article  Google Scholar 

  • MacDonald, R., Clark, M., Garrigan, E., & Vangala, M. (2005). Using video modeling to teach pretend play to children with autism. Behavioral Interventions, 20(4), 225–238.

    Article  Google Scholar 

  • Mechling, L. C., & Ayres, K. M. (2012). A comparative study: Completion of fine motor office related tasks by high school students with autism using video models on large and small screen sizes. Journal of Autism and Developmental Disorders, 42, 2364–2373.

    Article  PubMed  Google Scholar 

  • Mechling, L. C., Gast, D., & Cronin, B. (2006). The effects of presenting high-preference items, paired with choice, via computer-based video programming on task completion of students with autism. Focus on Autism and Other Developmental Disabilities, 21(7), 7–13.

    Article  Google Scholar 

  • Mechling, L. C., Pridgen, L. S., & Cronin, B. A. (2005). Computer-based video instruction to teach students with intellectual disabilities to verbally respond to questions and make purchases in fast food restaurants. Education and Training in Developmental Disabilities, 40(1), 47–59.

    Google Scholar 

  • Mechling, L. C., & Youhouse, I. R. (2012). Comparison of task performance by students with autism and moderate intellectual disabilities when presenting video models on large and small screen sizes. Journal of Special Education Technology, 27(1), 1–14.

    Google Scholar 

  • Nikopoulos, C. K., & Keenan, M. (2003). Promoting social initiation in children with autism using video modeling. Behavioral Interventions, 18(2), 87–108.

    Article  Google Scholar 

  • Norman, J. M., Collins, B. C., & Schuster, J. W. (2001). Using an instructional package including video technology to teach self-help skills to elementary students with mental disabilities. Journal of Special Education Technology, 16(3), 5–18.

    Google Scholar 

  • Plavnick, J. B., Sam, A. M., Hume, K., & Odom, S. L. (2013). Effects of video-based group instruction for adolescents with autism spectrum disorder. Exceptional Children, 80(1), 67–83.

    Google Scholar 

  • Reagon, K. A., Higbee, T. S., & Endicott, K. (2006). Teaching pretend play skills to a student with autism using video modeling with a sibling as model and play partner. Education and Treatment of Children, 25, 517.

    Google Scholar 

  • Robinson, K., & Cardon, T. (December, 2012). Assessment of Video Modeling Imitation Skills Using Preferred and Non-preferred Toys in a Child with Autism Spectrum Disorder. Inland Northwest Research Symposium, Spokane, WA.

    Google Scholar 

  • Schreibman, L., Whalen, C., & Stahmer, A. C. (2000). The use of video priming to reduce disruptive transition behavior in children with autism. Journal of Positive Behavior Interventions, 2(1), 3–11.

    Article  Google Scholar 

  • Sherer, M., Pierce, K. L., Paredes, S., Kisacky, K. L., Ingersoll, B., & Schreibman, L. (2001). Enhancing conversational skills in children with autism via video technology: Which is better? “Self” or “other” as model? Behavior Modification, 25, 140–158.

    Article  PubMed  Google Scholar 

  • Shipley-Benamou, R., Lutzker, J. R., & Taubman, M. (2002). Teaching daily living skills to children with autism through instructional video modeling. Journal of Positive Behavior Interventions, 4(3), 166–177.

    Article  Google Scholar 

  • Sigafoos, J., O’Reilly, M., Cannella, H., Upadhyaya, M., Edrisinha, C., Lancioni, G. E., & Young, D. (2005). Computer-presented video prompting for teaching microwave oven use to three adults with developmental disabilities. Journal of Behavioral Education, 14(3), 189–201.

    Article  Google Scholar 

  • Tetreault, A. S., & Lerman, D. C. (2010). Teaching social skills to children with autism using point-of-view video modeling. Education and Treatment of Children, 33(3), 395–419.

    Article  Google Scholar 

  • Vivanti, G., Nadig, A., Ozonoff, S., & Rogers, S. J. (2008). What do children with autism attend to during imitation tasks? Journal of Experimental Child Psychology, 101(3), 186–205.

    Article  PubMed  Google Scholar 

  • Wert, B. Y., & Neisworth, J. T. (2003). Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions, 5(1), 30–34.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Utah Valley University, Orem, UT, USA

    Teresa A. Cardon

Authors
  1. Teresa A. Cardon
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Teresa A. Cardon .

Editor information

Editors and Affiliations

  1. Utah Valley University, Orem, Utah, USA

    Teresa A. Cardon

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Cardon, T.A. (2016). Do as I’m Doing: Video Modeling and Autism. In: Cardon, T. (eds) Technology and the Treatment of Children with Autism Spectrum Disorder. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-319-20872-5_8

Download citation

Publish with us

Policies and ethics

Search

Navigation